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Educational Progress in the South 



A Review of Five Years 



Field Reports of the Southern Education Board 



CONTRIBUTORS: 

Yirginm—Y.. A. Alderman, H. B. Frissell, S. C. Mitchell, Robert 

Frazer, J. Kent Rawley. 
iVoH/t Oaroh"?ia — Chas. D. Mclver, J. Y. Joyner, H. E. Fries, 

Chas. L. Coon. 
^ouih Carolina— 0. B. ]\Iartin, W. H. Hand. 
Georgia— W. B. Merritt, T. J. Woofter, Mrs. Walter B. Hill. 
Te7i7iessee—^. A. Mynders, P. P. Claxton, Chas. W. Dabney. 
Alahania-'Edg^ir Gardner Murphy, Sydney J. Bowie, H. C. 

Gunnels, I. W. Hill. 
Mississippi— II. L. Whitfield, E. B. Fulton. 
Louisiana— J. H. Dillard, J. B. Aswell. 
Texas — David F. Houston. 



COMPILED AND EDITED BY 

G. S. DICKERMAN 

WITH THE ASSISTANCE OF 

WICKLIFFE ROSE. 



Published by Direction of the Board. 
October, 1907. 

Richmond Press, Inc. 



6.^ 



^^^^ 



The Southern Education Board 



Robert C. Ogden 
J. L. M. Curry* 
Edwin A. Alderman 
Charles D. McIver* 
Charles W. Dabney 
Wallace Buttrick 
HoLLis B. Frissell 
George Foster Peabody 
Albert Shaw 
Walter H. Page 
WiLLLVM U. Baldwin, Jr.' 
Hugh H. IT anna 
Edgar Gardner Murphy 
Frank R. Chambers 

G. S. DiCKERMAN 

David F. Houston 
AA^alter Barnard Hill* 
S. C. Mitchell 
Henry E. Fries 
Sydney J. Bowie 
P. P. Claxton 

*Deceased. 

GIFT 

MRS. WOODROW WILSON 

NOV. 25, 1939 



Educational Progress in the South 



A. 



^ 



I. CITIZENS MEETINGS AND ORGANIZATION. 

The annual conferences started at Capon Springs, in 1898, 
have grown into significant assemblies to which people inter- 
ested in education come from all of the Southern States; they 
have also taken on organization with which to do definite things 
and to work systematically toward the ends proposed. 

Something not unlike this is seen in the several States. Thi^ 
whole movement proceeds^ by citizens' meetings culminating in 
organization. 

In Virginia, soon after the formation of this Board, an educa- 
tional campaign was undertaken under the leadership of Pro- 
fessor Tucker and Dr. P^razer, in which the people of a county 
were invited to meet at their courthouse to hear a discussion 
about the needs of their children. The first results were an 
aroused popular sentiment and a general recognition of the im- 
portance of having better schools. The next step was to crys- 
talize this sentiment into an instrument for improving the 
schools. The outcome was the local "league" to attend to the 
interests of the community and the "Co-operative Education 
Association" to advance such interests as were common to all 
parts of the State. There are now 324 of these leagues. Within 
a few months the negroes, under the lead of the president of 
the State Industrial School at Petersburg, have adopted the 
same method, and ten local associations have been organized, 
extending into five different counties. 

Through such organizations popular meetings are continually 
held for the accomplishment of particular objects connected 
with school improvement, and a general meeting is held at some 
convenient center once each year. Of the local meetings, 580 
are reported in a single year. The general meeting at Lynch- 
burg last year was attended by over 600 delegates from the local 
bodies, including eighty-five County Superintendents, and was 



-i EDUCATIOK^AL PKOGKESS IN THE SOUTK. 

pronounced the "largest educational gathering in the history 
of the State." 

In North Carolina, under the leadership of Messrs. Mclver 
and Alderman, educational campaigning had become an insti- 
tution and a habit long before the existence of this Board. This 
was a great advantage, and the fresh efforts now put forth 
were the more fruitful because they were along lines already 
familiar. Dr. Mclver 's inspiring personality drew to him many 
efficient helpers, and the movement in this State has gained 
an ever-increasing breadth and power. Nor does it flag since the 
leader's departure. The State Superintendent writes, in a let- 
ter not a month old, ' ' An educational campaign has been carried 
on without cessation during the year," and the results are writ- 
ten large in the figures of all the reports. The name adopted 
for the local organization in this State is "Association for the 
Betterment of Public Schools and Schoolhouses. " These Asso- 
ciations are composed of women, though doing their work under 
the constant oversight of the superintendents and other gentlemen 
interested in educational progress. In more than fifty counties 
■are to be found these associations having a county organization, 
and under this a community association for each particular 
school. This State has a vigorous Teachers' Association which 
admits to its membership prominent citizens interested in the 
teacher's work. It has also an organization of the county 
superintendents with successful annual meetings. Through these 
several organizations, local and general, expression is given to 
the rising sentiment of the North Carolina people. 

In South Carolina the local organizations are similar to those 
in North Carolina, but are called "School Improvement Asso- 
ciations. ' ' A year ago it was reported that 1,000 members were 
enrolled: now the State Superintendent says there are 2,000, and 
adds that this is an "important auxiliary for improving the 
schoolhouses and their surroundings." This State has also a 
good Teachers' Association with helpful annual meetings. At 
the last meeting, a few weeks ago, there was also held a confer- 
ence of more general character "which promises to unify and 
systematize the schools and raise the standards of the colleges 
of the State." 



?}ilw>. 



EDUCATIOA^AL PKOGKESS IN THE SOUTH. 5 

In Georgia, the State Superintendent reports, under a re- 
cent date: ''Effective educational rallies are being held all over 
the State on an average of one a day. The Farmers' Union has 
requested an educational speaker for each meeting this summer 
and in this way our educational workers are given large audi- 
ences of earnest, enthusiastic farmers." In the way of local 
organization, over eighty counties have "School Improvement 
Clubs" of women; and, besides these, the ''Women's Clubs" 
are doing much useful work in behalf of better schools. "An 
annual meeting of the School Improvement Clubs is held at 
Athens during the session of the University Summer School, and 
in this way hundreds of teachers from all sections of Georgia 
are enlisted." A Business Men's Conference, the sequel to a 
meeting of the Georgia delegation at Pinehurst, was held last 
April and proved an occasion of remarkable interest, and of 
great promise for the future of educational progress in this 
State. . 

In Tennessee, campaign work under the leadership of Messrs. 
Claxton and Mynders has been extraordinarily effective. In 
1905 more than three hundred meetings were held, and in 1906 
every county in the State was visited, and the attendance at 
the meetings was sometimes as high as 6,000. Of those held in 
1906, Professor Claxton writes: 

"The average attendance was about 1,000, and the total at- 
tendance something more than 100,000. The attendance was 
larger than at any of the political gatherings in the State during 
the year. At these rallies addresses were made by Superintend- 
ent Mynders and myself, and by a hundred or more prominent 
citizens— educators, statesmen, and others who joined us at differ- 
ent places. President Brown Ayres, of the University of Ten- 
nessee attended about twenty of the meetings. At each place 
addresses were made in the morning and in the afternoon. At 
the close of the afternoon addresses resolutions were read calling 
upon the next General Assembly of the State to make the fol- 
lowing annual appropriations from the State Treasury : 

"1. For common schools, 75 cents for each child of school age 
in the State: 



6 EDUCATIONAL PKOGBESS IN THE SOUTH. 

"2. Special fund of $50,000 to assist the poorer counties in 
bringing' their schools up to something like the average length 
of term in the State ; 

"3. To encourage and assist the counties in establishing and 
maintaining high schools, $25,000 ; 

"4. For the establishment and maintenance of three normal 
schools, one in each grand division of the State, $75,000 ; 

''5. To the University of Tennessee, $50,000; 

"6. To encourage and assist rural schools in establishing and 
maintaining public libraries, $5,000. 

"In every county except one the resolutions were unani- 
mously adopted, and in that county there was but one negative 
vote. After this part of the campaign was closed, resolutions 
were sent to county courts, boards of trade, boards of education, 
chapters of the Junior Order of United American Mechanics, 
and other labor unions and patriotic associations, and to women 's 
clubs. Everywhere the resolutions were adopted by these repre- 
sentative bodies. "When the Legislature met in January these 
resolutions were submitted, together with a petition to the same 
effect, signed by one hundred thousand citizens of the State. 

"A large majority of the members of the Legislature were 
heartily in favor of legislation in harmony with the petitions. 

"Recently, there has been organized the Co-operative Edu- 
cation Association of Tennesssee which will undertake to do 
systematic work for the improvement of schoolhouses and 
grounds, the establishment of libraries, increase of school taxes, 
and to make sentiment which will result in good legislation. ' ' 

In Alahania, a good deal of valuable help to an improved 
educational sentiment is rendered by political leaders. Last 
November, Mr. Gunnels, who is now the State Superintendent, 
wrote: "Almost every candidate for office during the past year 
was boldly outspoken in favor of public education, in favor of 
increased appropriations, a high standard for teachers, better 
schoolhouses and a better school system." During the present 
season Captain Hobson has been conducting a somewhat unique 
and striking educational campaign throughout his Congressional 
district, having brought from the U. S. Government service a 
number of experts in different fields of practical science to 



EDUCATIONAL TROGRESS IN THE SOUTH. i 

assist him in popular education. In the sphere of local organ- 
ization, the State Federation of Women's Clubs has been active 
in organizing "School Improvement Associations" both in the 
cities and in rural districts. A letter from the State Super- 
intendent, written in July, says: "We have no"W about twenty 
county associations, four city associations and over fifty local 
associations." The plan is to "organize a County School Im- 
provement Association in each county and through this medium 
to organize the rural communities." 

In Mississippi, the direction of campaign work falls almost 
entirely to the State Superintendent. He wrote concerning the 
work of last year: "I spent two-thirds of my time in the field, 
a greater part of which was in the rural districts. Several 
of our leading teachers gave freely of their time, and in most 
instances paid their own expenses. We are very much in need 
of local leaders. I find it necessary for me to be on the ground 
in person, and to stay in a county until it is thoroughly worked. 
During the fall I hold meetings with the county superintendents 
by Congressional districts, and county meetings with the super- 
intendents, teachers, trustees and citizens generally. I visit 
neighborhoods, usually in the spring, in the interest of high 
schools. The only funds available for this work are those gen- 
erously donated by the Board you represent; the greater part 
of which is used in publishing the School Bulletin, a copy of 
which I enclose. I have published and distributed two issues of 
this publication of 80,000 each, during the present year. I think 
I can reach more people in this way than by paying the expenses 
of speakers. It is intended to be a campaign paper, and I feel 
sure that it has had a most potent effect in educating public 
sentiment for better schools." 

In Louisiana, an effective campaign is carried on through 
the regular school system. In November, 1906, Dr. Dillard 
writes: "I know of no civic organization in public school inter- 
ests except the Public School Alliance of New Orleans. ' ' He says 
further: "The only general meeting held during the present 
year has been that of the State Teachers' Association. At the 
close of this meeting, with the approval and aid of Superin- 
tendent Aswell, I called a meeting of the high school principals 



o EDUCATIONAL PEOORESS IT^ THE SOUTH. 

and teachers, which had an attendance of seventy. We organ- 
ized by electing a president and secretary, voted the need of such 
an organization, and passed a resolution approving of a special 
high school conference." The trend of thought and discussion 
m Louisiana have been in the direction of employing superior 
men for all important educational positions, and many of the 
men thus employed have proven their superiority in the cam- 
paign work. Men from the Universities have united with those 
connected with the public schools in these efforts, and the 
State Superintendents of Mississippi and Arkansas have also 
given valuable assistance. Superintendent Aswell in a recent let- 
ter names ten of these and says of them: ''These gentlemen 
have never hesitated to go when called upon, whether to travel 
three hundred miles by train or to drive thirty miles across 
the country, to encourage the people to build better school- 
houses, increase the school term, and pay the price, whatsoevp*- 
the cost, for trained teachers. ' ' 

TI. SCHOOLHOUSES. 

Professor Charles L. Coon, of North Carolina, has published 
a table of figures giving the estimated value of rural school- 
houses in the South, leaving out those of the cities and towns. 
The table is here reproduced, so far as relates to these eight 
States : 

RURAL SCHOOLHOUSES. 

Number. Total Value. Ave. Value. 

Virginia 8,965 $1,953,532 $218 

North Carolina 7,813 1,335,532 170 

South Carolina 4,726 850,000 177 

Georgia 7,433 2,150,135 289 

Tennessee 6,680 2,496,265 373 

Alabama 4,386 562,342 128 

Mississippi 7,052 920,000 130 

Louisiana 3,433 1,225,000 130 

Total 50,488 $11,492,806 $227 

With these figures before us we can see that the country school- 
house is a telling object lesson. It is a daily reminder of things 



EDUCATIONAL PROGRESS IN THE SOUTH. 9 

due to the children which they do not have, and when the educa- 
tional spirit is stirred the first thought will probably be of 
better building. 

The State Superintendent of North Carolina says of the people 
of his State: "For about five years they have been building- 
new and modern schoolhouses in accordance with plans pre- 
pared by the best architects, approved by the State Superin- 
tendent of Instruction, at the average rate of one a day for 
every day in the year; 433 of these have been erected during 
the year ending June 30, 1907, and in the five years more than 
1,500 have been erected. The value of the rural school property 
has been nearly doubled, and the value of the city school prop- 
erty more than trebled since 1900." 

Reports from other States in 1906 were to a similar effect : 

In Virginia two hundred new schoolhouses were built dur- 
ing the year, at a cost of $450,000, and 250 more were repaired 
and 150 furnished at an additional cost of $75,000. 

In South Carolina 200 were built from plans approved by 
the State Department of Education, and inspected by the County 
Superintendent. 

In Georgia, during the year 1905, the number was 280. 

In Tennessee, within four years, the value of school property 
increased from $4,179,123 to $5,879,213. 

In Alabama there were built within the year 346 rural school- 
houses, at a cost of from $400 to $2,000 apiece. 

In Mississippi some 470' rural schoolhouses were built of the 
less expensive pattern, and fourteen others which cost from 
$5,000 to $20,000. 

In Louisiana 208 new buildings were erected at a cost of 
about $500,000, and $150,000 was expended in furnishing and 
in repairing old houses. This makes the whole number of 
houses built in one year in the seven States, not including Ten- 
nessee, 2151. 

III. RURAL SCHOOL LIBRARIES. 

People living in the country are not usually well supplied 
with books or periodical literature and their children do not find 
a great deal in their homes that they are much interested in 



10 EDUCATIONAL PROGRESS IN THE SOUTH. 

reading-. A well selected school library therefore is a real boon, 
not only to teachers and pupils, but to the community. Much 
has been done in several States to provide such libraries. 

In Virginia, in 1906, an appropriation of $7,500 was made by 
the Legislature for traveling libraries. 

The North Carolina Legislature began making appropriations 
for rural school libraries in 1901. For the first year or two con- 
siderable persuasion had to be used by the State and County Sup- 
erintendents to bring the people up to the conditions required, 
but this has changed and now the demand is beyond the supply. 
According to the last report, there are now 1,659 of these libra- 
ries costing $30 each and 277 supplementary libraries costing $15 
each ; the number of volumes is 143,800 and the total cost $53,925. 
Besides these, upwards of 100 libraries have been established 
by private subscription without aid from the State. All these 
are for rural schools and do not include outlays in the cities. 

From. South Carolina the Superintendent reports that nearly 
1,000 libraries have been established in rural schools within the 
prst four years; these contain at least 100,000 well selected 
books and their cost has been about $40,000. There has also been 
a library movement in the cities and towns. 

Georgia reports 1,107 libraries containing 131,059 volumes 
valued at $80,471. 

In Louisiana 257 libraries were established in 1906 at the cost 
of $6,482. There were then 469 in all, with 90,453 volumes 
valued at $48,673. During the past six months, as the Superin- 
tendent writes in July, $21,000 more has been expended for 
public school libraries. 

In Mississippi a new school law provides that when a school 
will provide a locker and $10, raised by subscription, the State 
will add $10 from the general fund. The Superintendent, in 
his report at the close of last year expressed confidence that 500 
libraries would be established during this year. 

Putting these statements together, we may fairly estimate that 
some 5,000 of these rural libraries have been established during 
the past five years, and that they contain about 500,000 volumes, 
which have cost $250,000. 



EDUCATIOA^AL PROGRESS IN THE SOUTH. 11 

IV. SCHOOL CONSOLIDATION. 

A time of building is one of opportunity. The present necessity 
of replacing inferior schoolhouses makes it possible to lay out 
large plans, to select good locations and to put up buildings that 
will be likely to meet the requirements of the coming people. In 
the eight States under consideration there are over 50,000 school- 
houses. Most of these, especially the poorer ones, are in the 
country. They suggest how much might be done through local 
schools for the multitudes who have few other chances of gain- 
ing intelligence for their children or for themselves. Hitherto 
these schools have done but a small part of what they might 
do. The current of popular thought is now turning toward their 
proper development. The conviction is growing that country 
schools ought to be as good in their way as the schools in town. 
Country boys and girls ought to have the chance in their own 
neighborhood to learn those things which are needed in the nat- 
ural pursuits that open to them, in their homes as well as else- 
where, things more interesting to most of them than letters and 
figures, things that lead at once to attractive exertion and high 
achievement. So the sentiment grows that there should be in every 
county some schools of a high order, for advanced instruction, 
both academic and industrial, and that these should be free to 
all who may be prepared to avail themselves of their courses. 

There seems to be only one way of doing anything of this 
?ort, and that is to unite a number of small schools, to establish 
in a central spot one that is equipped for the purposes intended, 
and to contrive some way of bringing the children living at a dis- 
tance by public conveyance. This is now being undertaken 
very extensively. In 1900 a letter was read at the Capon Springs 
Conference from a county superintendent in Georgia which told 
of an experiment of this kind in Washington county. The idea 
was then new. It has now become prevalent. 

A report from Virginia last December told that about 200 
schools had been consolidated into sixty during the previous year, 
and a letter recently received from the same author says upon 
the general subject: "The advantages of graded schools over 



12 EDUCATIONAL PEOGRESS IN THE SOUTH. 

single-room schools are coming to be shown so strikingly in 
actual experience that popular opposition to consolidation is 
disappearing. A reasonable scheme for a graded school through 
concentration may now be undertaken in almost any part of 
the State without apprehension of trouble with the people." 

In North Carolina five examples are given in different coun- 
ties. 

In South Carolina the State Superintendent reports that a 
number of such cases have occurred. 

In Tennessee Superintendent Mynders reported last winter 
that within the previous four years the number of schools had 
been reduced 630 by consolidation, while the number of teachers 
had increased 200. 

Of Mississippi, the State Superintendent says that there are 
now one or two consolidated schools in every county of the State, 
and the State contains some seventy-five counties. In Monrce 
•county there are four such schools formed out of twelve small 
schools; in Copiah county there are seven such schools and in 
Lincoln county eight. 

The report from Louisiana tells us that so far as heard from 
there have been eighty-eight consolidations; and a recent letter 
■adds this information about conveyance of children from a 
distance: "The number of school districts now transporting pu- 
pils to central schools is thirty-seven, with a total of fifty waa 
onettes used in the service. Two years ago there were none." 

To this list may be added an illustration from another State 
besides those named : Duval county, Florida, has fifteen schools 
formed b}^ the consolidation of forty-five. 

In this way improved schools are secured with no greater cost. 
The public conveyance makes attendance almost as easy. The 
larger number of the pupils facilitates grading and the em- 
ployment of more teachers. It becomes practicable afterward 
to add manual and industrial training, or instruction in other 
lines according to the local demand; and so the foundation is 
laid for whatever future development the interests of the com- 
munity may require. 



EDUCATIO]N^AL PROGRESS IJ^ THE SOUTH. 13 

V. RURAL HIGH SCHOOLS. 

With the impulse to consolidate small schools there has been 
another to establish high schools. The South has many colleges 
and universities, but very few academies. Little attention has 
been paid to preparing students for college, and the higher in- 
stitutions have suffered. Most of these institutions have done 
the best they could to remedy the trouble by having preparatory 
departments, but this has been only a makeshift. They have 
keenly felt the embarrassment and recognized the necessity of 
multiplying secondary schools. To this call of the colleges and 
universities there is now popular response, and the movement 
is under Avay for maintaining high schools as a feature of the 
public school system. Laws to this end have been enacted in 
Virginia, in both Carolinas, in Tennessee, Alabama, Mississippi 
and Louisiana, while in Georgia the question is actively agitated 
with a view to early legislation. 

Of the significance of this movement, Superintendent Joyner, 
of North Carolina, writes: "These schools will go far towards 
supplying the missing link between the rural public schools and 
the colleges. By placing high school instruction within the reach 
of hundreds and thousands of country boys and girls to whom 
it was practically an impossibility, they will afford these an 
opportunity to get at home preparation for college and a better 
preparation for life and citizenship. They will prove, also, 
potent factors in the improvement of the rank and file of the 
rural school teachers. j\Iay we not hope that within a few 
years North Carolina will have a complete system of public edu- 
cation from the primary school to the college and university?" 

The General Education Board has given substantial aid to 
this movement for rural high schools and in some States a good 
deal has already been done. 

In Virginia there are now 170 such schools where there were 
only nineteen a year and a half ago. A letter from Mr. Rawley, 
in July, says: "Several instances of consolidation and of new 
high schools have been reported in the last few Aveeks as a direct 
result of the work of the leagues. ' ' 



1^ EDUCATIONAL PKOGEESS IN THE SOUTH. 

Of North Carolina Mr. Joyner writes: "These high schools 
will be organized this fall. Many applications for them are al- 
ready on file in my office. It is already evident that the number 
will be limited only by the appropriation and the law. ' ' 

From South Carolina the State Superintendent writes: "We 
are meeting with marked success in establishing high schools. 
The requirements of the high school act are strict and difficult, 
but they are being met." 

Concerning Tennessee, Superintendent Mynders wrote last 
winter: "In all parts of the State interest in public schools is 
growing rapidly. The law authorizing the county courts to 
establish and maintain public high schools was enacted in 1899. 
Up to July, 1905. seven counties had levied taxes or made appro- 
priations for th^m out of the county funds and five of these 
had established one school each. At this time seventeen coun- 
ties have levied taxes or made appropriations for high schools 
and in fifteen of these counties thirty-two schools have been 
established. The annual income of these schools from taxes 
and appropriations is approximately $180,000 and they own 
property valued at $175,000. In more than a dozen other coun- 
ties committees have been appointed and other steps taken pre- 
liminary to voting on the question of establishing high schools 
and levying taxes for their support." 

Of Louisiana, Superintendent Aswell writes in July: "Four 
State high schools have been created during the past six months, 
making the total number fifty-three." 

VI. INDUSTRIAL EDUCATION. 

The letter already referred to, from Washington county, Geor- 
gia, which was read at Capon Springs, in 1900, gave an account 
of interesting experiments in industrial instruction that had been 
tried in the country districts. This was probably the first sys- 
tematic efi'ort to introduce such courses into the schools of a 
whole county anywhere in the South. During the years which 
have followed much has been done in this way. Not only have 
the teachers' colleges given a great deal of attention to this sub- 
ject, but it has also been a marked feature in many of the summer 
schools. The courses of Professor Hammel have awakened re- 



EDUCAl'TONAT, PKOGRESS IN THE SOUTH. 15 

markable interest, and other instructors have had similar suc- 
cess. Thus a great number of the more ambitious and proo-res- 
sive teachers have gained a new and vital conception of the pur- 
pose of education. This has influenced their manner of teaching 
and affected the schools under their care. Exercises in manual 
training and handicraft are quietly making their way in many 
places, and sometimes where one would least expect. The old 
methods are varied and enlivened with those more attractive, 
while the pupils are led to observe what is going on about them 
and to find delight in the world of natural phenomena. 

The Miller School of Virginia has stood as a most impressive 
object lesson in this kind of education, and the late Captain 
Vawter, for many years its honored head, was an earnest apostle 
of industrial training as an essential to the best system of public 
schools. In complete accord with this has been the influence 
spread abroad in each State by the Agricultural and Mechanical 
Colleges ; these have taught the dignity of the trades and of the 
practical sciences as affording an intellectual discipline quite as 
eft'ective in its way as that of literature and metaphysics. Nor 
can we leave out of view the powerful influence of General 
Armstrong and of the great school at Hampton, which has stead- 
ily held to the philosophy of "learning by doing." Of similar 
infl.uence, too, has been the work of Dr. Kna^p in teaching the 
farmers of Texas and Louisiana the latent possibilities of wealth 
and power in an intelligent cultivation of the soil. 

Last year's report from Virginia says: "Text books on agri- 
culture have been introduced into both primary and high 
schools." 

From South Carolina comes this word: "Dr. S. A. Knapp ad- 
dressed our teachers. He gave many of them a new view-point 
of their work. His coming means much to our rural schools and 
communities. He also helped other schools." 

The State Superintendent of Mississippi writes : ' ' Agriculture 
for the first time was last year made a part of the common 
school curriculum. The work has been taken up with an un- 
expected interest. It is no uncommon thing to see well tended 
school gardens in the remotest districts. The introduction of 
this study into the curriculum has had a most noticeable effect in 



16 



EDUCATIOJSTAL PROGRESS IN THE SOL'TH. 



giving the people a broader conception of the meaning of educa- 
tion. I find that the text-books used by the children are read 
by the parents. The A. and M. College, through its Farmers' 
Institutes, bulletins and in other ways, is rendering efficient 
service in awakening interest in the study of agriculture. Vocal 
music, free-hand drawing and manual training are being taught 
in the more progressive counties. At a fair, just closed in 
Jackson, two counties had creditable exhibitions of work of 
this character done in the rural schools " 

A report from Louisiana is similar in its tenor : ' ' Agriculture 
has been introduced into many of the rural schools, and manual 
training put into three of the high schools of the State. I visited 
recently the manual training department of the Shreveport High 
School, and found it in a most excellent condition. Special effort 
is being made to promote school gardens, and a number of schools 
are beginning this work." 

VII, IMPROVEMENT OF THE TEACHING FORCE.* 

Teachers have had more to do with this new educational in- 
terest than any others. They have been the first to receive pro- 
gressive ideas ; they form the largest element in educational meet- 
ings; they are the goul of the organizations and they have been 
in the front of every campaign for school improvement. So, 
too, the future of the schools depends on the teacher and what- 
ever contributes to the improvement of the teaching force c 
tributes to the improvement of the whole educational system. 

Encouraging progress in the direction of a stronger teaching 
force has been made : 

(1) In recent legislation placing the examinations of teachers 
under the control of the State Superintendent. The effect of 
such law is to raise the standard of requirements and to enforce 
this standard uniformly throughout the State. Laws embodying 
this principle have been enacted in Mississippi, Alabama, Vir- 
ginia, West Virginia, Florida, Louisiana, South Carolina. Texas 
and North Carolina. Superintendent Hill, reporting the effect 



*Prepared chiefly by Mr. Rose. 



EDUCATIONAL PROGRESS IJs^ THE SOUTH. 17 

of this law in Alabama, says: "There has never been put on 
the statute book a law Avhich has done more to raise the standard 
of the teaching force of the State." 

(2) Progress in the training of teachers has been made in 
the more definite organization and in the larger State and local 
support of the Teachers' Institute. In 1905 Louisiana expended 
for Teachers' Institutes and Summer Schools $21,395. The work 
for the State includes a monthly institute for one day in each 
parish, an annual institute of one week in each parish, and three 
grades of Summer Schools, one for teachers just entering the 
service, one for third and second grade teachers, and one for 
first grade teachers, normal school and college graduates. The 
work has been definitely organized; it has a graded course of 
instruction, and is administered by a corps of teachers specially 
trained for the service. 

In the laws of all the other States the institute is recognized 
as an essential part of the State school system and some pro- 
vision is made for its support by fees, local funds, State funds, 
or by a combination of these. In all these States its development 
in support and in organization is in the direction of the stand- 
ard set by Louisiana. 

(3) Further progress in the training of teachers is being made 
in the development of the public high school. Superintendent 
Whit Held estimates that seventy-five per cent, of the teachers in 
the elementary rural schools of Mississippi received the whole of 
their education in the schools in which they are teaching. This is 
a fair estimate of recent conditions in all the Southern States. 
Every public high school established is an institution for the 
education of teachers; and when the States have established 
adequate systems of 'high schools, it will be possible to require 
of the teacher in the elementary school at least the equivalent 
of a high school education. Nothing else now being done in the 
South means so much for the improvement of its teaching force 
as this rapid multiplication of public high schools. 

(4) A sign of improvement in the teaching force is the growth 
of the normal schools. For the past five years most of the State 
Normal Schools have been adding steadily to their buildings, im- 
proving their equipment, increasing and strengthening their 



18 EDUCATIOK^AL PROGRESS IN THE SOUTH. 

faculties, raising the standard of their work, and graduating 
larger and larger numbers of students. President Jarman says 
of Farmville: "Five years ago our annuity was only $15,000 
and the State has appropriated on]y $60,000 for buildings and 
equipment in seventeen years. Our annuity now is $40,000 and 
during the last five years $125,000 has been appropriated for 
buildings and equipment. Our faculty has increased from thir- 
teen to thirty, and the enrollment from 422 to 873. The course 
of study has been lengthened by three years and now ranks with 
the courses offered by the best normal schools of the country." 
Some of the larger schools like Eock Hill and Greensboro are 
receiving from the State an annuity of from $60,000 to $75,000. 

(5) All the State Universities in these States have established 
departments of education for the training of teachers for the 
secondary schools and the higher positions in the service. These 
departments are young and are, therefore, small, but the begin- 
ning has been made and with it a distinct advance in the train- 
ing of teachers. 

(6) The departments of education and the normal schools are 
extending their work in summer schools. The Peabody College 
at Nashville has a summer term in which it offers the regular 
college work. Summer schools for teachers are now maintained 
at the Universities of Texas, Alabama, Georgia, Florida, Ten- 
nessee, West Virginia, and Virginia. The Summer School of 
the South, at Knoxville, enrolls annually about 1,700 students 
from all the Southern States. In these schools more than 5,000 
teachers, who could not attend any institution during the regu- 
lar year, are receiving professional training. 

(7) This advance in the training of teachers is being rein- 
forced by an advance in the teachers' salaries. Speaking of 
North Carolina, Mr. Coon says: "The total amount paid each 
rural white teacher in 1905-6 was $4.86 more than in the pre- 
vious year, and the amount paid to city teachers was $10.34 
more." Of Tennessee, Mr. Mynders says: "The salaries of 
teachers show an increase as compared with last year of more 
than $4.00 per month." Mr. Whitfield says of Mississippi: 
"The Legislature of 1904 raised the maximum salary of a first 
grade rural teacher from $55.00 to $65.00 per month ; the last 



EDUCATIOT^AL PROGRESS I^s^ THE SOUTH. 19 

Legislature raised this to $75.00 for all counties, and further 
provided that when a county carried a balance forward to the 
next scholastic year, the County Superintendent could pay prin- 
cipals of schools employing assistants $100.00 a month, and the 
assistants $65.00. ' ' Mr. Aswell writes of Louisiana : ' ' The num- 
ber of teachers employed who have been especially trained in 
normal schools has increased 101. White teachers' salaries, in- 
cluding all grades, have increased at the rate of $7.99 a month 
during each of the past three years. Thus, the average teacher 
is to-day receiving a salary of $23.97 a month more than was paid 
three years ago. The average salary below the high school in 1904 
was $36.99 ; in 1905 it Avas $42.98 ; in 1906 it has reached $49.11, 
and the increase has continued in the same ratio since the first of 
January, 1907. The salaries below the high school are shown to 
be increasing at the rate of $6.06 a month for each year. The 
average salary of high school principals is now $1,133.33 per 
year. ' ' 

VIII. PUBLIC SCHOOL SUPERVISION. 

The vital point in an organized system is the administration. 
Thus we find the reports from the South constantly dwelling 
upon the subject of school supervision. In one such report occur 
these words: "We come now to the crucial point— the superin- 
tendent is the life of the system. When the superintendent is good, 
everything will be good. In the matter of supervision condi- 
tions are about the same as set forth in previous reports. It 
would be difficult to find in all the State a half-dozen well quali- 
fied superintendents. To their credit, though, it must be said 
that nearly all show a livelier interest in the schools ; and nearly 
all would do better work if they knew how. The most encourag- 
ing thing I know is that our worthy State Superintendent is 
taking in the situation and has set his heart on better things. 
'At the next appointing of superintendents,' says he, 'they must 
be appointed to give all their time to the work, and with adequate 
compensation.' " 

In another State we have from the State Superintendent the 
following: "At present many superintendents in the State are 
paid as low as $150.00 per year, and some even less. Thi> will 



20 



EDUCATION^AL PROGRESS JN THE SOUTH. 



barely defray expenses of the office, and as a result they are 
compelled to devote almost all their time to some other employ- 
ment. Without competent supervision and direction no enter- 
prise can succeed. The business of education is no exception. 
The County Superintendent should be trained to his work and 
should be capable of executing- plans for the improvement of 
the school in his county and the better training of his teachers. 
He should be able to carry on among the teachers a campaign 
to stimulate interest in the schools and to create a. sentiment in 
their favor. This, in my opinion, is to-day the strategic point in 
the educational system of the State, and we should at least fix 
a minimum salary for this office. A competent superintendent 
could save the county the full amount of his salary by care- 
fully watching the finances of the schools. ' ' 

During the last few years much has been done to diffuse abroad 
a higher conception of the meaning of this office. It was espe- 
cially desirable that the superintendents themselves should rise 
to a keener sense of their opportunities and responsibilities. Of 
no little value for this purpose was a number of conventions 
of superintendents, which were held at the suggestion of Dr. 
Buttrick, and with the material aid of the General Education 
Board, in 1902-3. These conventions gathered the School Sup- 
erintendents of a particular State at a central point for con- 
ference on practical educational questions. Eight were held in 
as many different States. They were well attended and had great 
influence. In several States a permanent organization of the 
County Superintendents was effected and meetings have since 
been annually held. 

The State Superintendent of North Carolina says: "Five 
years ago not a single county in the State employed a County 
Superintendent for his entire time. During the past year fifty- 
one counties employed them for a large part of their time. In 
every county the superintendent is devoting more time than 
ever before to his work and is visiting his schools. The average 
salary has been more than doubled in four years and is now 
$590. In some of the best counties the salaries range from $1,000 
to $1,800. The law now requires all County Superintendents to 
visit the schools and to attend the annual conferences, at which 



EDrCATIOXAL PROGRESS IX THE SOUTH. 21 

the State Superintendent and his fellow County Superintendents 
take counsel together about their common work. The office 
has grown in dignity, respect, importance and in public confi- 
dence. ' ' 

The State Superintendent of Mississippi writes in a similar 
vein: "The Legislature of 1906 adopted a new code of laws 
for the State. In the school laws only such changes and addi- 
tions were made as experience had shown to be needed. The 
maximum salary of a County Superintendent was raised from 
$1,000 to $1,800. Up to 1904, the maximum had been $800. I 
have reports from three counties which show the following sal- 
aries: Yazoo, $1,800; Perry, $1,600; Tate, $1,500. The law 
provides that when the salary of a County Superintendent is 
$1,200 or more, that official shall not pursue any other business 
of a public nature, but shall devote his entire time to the super- 
vision of the schools. The law also provides that in addition to 
standing examination on the public school branches, all can- 
didates for this office shall pass an examination on the art of 
teaching. I am sure that the largely increased salary and the 
higher qualifications required will result in giving to the counties 
the one thing most needed at this time in Mississippi— intelli- 
gent and earnest leadership. " 

Quite as significant is the report of Dr. Dillard concerning 
Louisiana: "In no department of the school work has there 
been such marked improvement as in the department of super- 
vision. "Within the past two years two-thirds of the superin- 
tendents have resigned and their places have been filled by prac- 
tical, up-to-date, professional school men. It may fairly be 
claimed that the needy, the helpless, and the man with a political 
'pull/ have withdrawn from the office of Parish- Superintendent 
in Louisiana." A statement to the same effect comes from 
Superintendent Aswell, dated July 23, 1907: "By constantly 
pressing the subject of better schools there has been a wonderful 
sentiment aroused in favor of school supervision. Probably the 
greatest single achievement in Louisiana has been accomplished 
by the parish school boards in putting trained teachers in charge 
of the schools as Parish Superintendents. These superintendents 
know their business, are alive to the situation, and respond 



22 EDUCATIONAL PROGEESS IN THE SOUTH. 

readily to all influences for helpfulness in the school work of the 
State." 

IX. COMPULSORY ATTENDANCE LAWS. 

With the growing- .sentiment in behalf of efficient supervision, 
there is coming another to secure the better attendance of the 
children. At the Eighth Conference, held at Columbia, S. C, 
Professor Hand read a paper vigorously advocating legislation 
for the accomplishment of this object, and in the following 
year, at Lexington, Professor Barbe presented another paper, 
telling of the experiences in West Virginia, and defending the 
same views. This is fast becoming a question of popular interest 
and is beginning to occupy the serious attention of legislators. 

In Xorth Carolina, as Superintendent Joyner writes, ''the 
General Assembly, in 1907, passed a compulsory attendance act, 
a sort of local option law, ' ' and then he adds : "I contemplate 
securing the adoption of compulsory attendance under it in a 
number of districts in which the conditions are favorable, there- 
by furnishing an object lesson and getting a mass of facts with 
which to prepare public sentiment for the adoption of a general 
compulsory law. I have no doubt of the accomplishment of 
this within the next two years." 

Dr. Frazer writes from Virginia: ''A better understanding 
of the evils of scant and irregular attendance is fast making 
friends for compulsory attendance. It is as common now to 
hear men argue for it as it was a while ago to hear the rights 
of parents defended. Some provision for its introduction is 
confidently expected of the next Legislature." Of like import 
are words of Mr. Rawley: "Indications gathered from com- 
ments of the press, and otherwise, seem to show a growing desire 
to discuss compulsory education, and it is urged that we inaug- 
urate a campaign in this behalf at our next annual meeting." 

On the same subject, one of the leading statesmen of Alabama 
recently said: ''A compulsory law should be enacted for the 
sake of the white children. There is no need of it for the negroes ; 
they go to school whenever they have a chance." 

The difficulty of enforcing such a law. especially in sparsel> 
settled regions, is generally recognized, but the opinion is spread- 



edlx'atioj^al progress in the south. 23 

ing- that it would be of great value in many communities. As 
the school system advances in administrative efficiency, the time 
will undoubtedly come for the enactment of such laws. 



X. LITERATURE OF EDUCATION. 

Education finds a swift handmaid in the popular press. The 
intellectual life of the world is always turning to the child for 
the fulfilment of its largest hopes, and the messenger of its 
latest thought is the printed page. The writer is the universal 
teacher and the reader is the recipient of his inspirations. This 
movement for better schools in the South has had its own litera- 
ture, a liquid spring rising out of its own heart and flowing into 
all the land with ever fresh suggestions. 

1. Foremost have been the newspapers. These have become 
the first medium of communication between the educational 
meeting and the general public. However full the attendance 
at convention or conference, a vastly more numerous audience— 
absent, unseen, silent — have listened to its voices and shared 
in its results. The newspaper, too, has been the ready channel 
of educational intelligence from all sources, the open forum of 
the college president, of the members of the board of education 
and the superintendent, of teachers and parents and children, 
of every one and any one who has a wdsh to express or a sug- 
gestion to offer in behalf of better advantages for the young. 

In these eight States there are about 180 daily papers, with 
an aggregate circulation of over 800,000 ; and of the periodicals 
which appear less often, thirty-five of the more prominent have 
a circulation of about 640,000. Such an agency as this, enlisted 
in any cause, has a power whose scope it is not easy to compre- 
hend. The avowed purpose of most papers is educational and 
they are naturally sympathetic toward all measures promotive 
of the higher interests of the people. Hence the great part which 
they have played. 

Of somewhat similar value are the bulletins, pamphlets and 
circulars which have been prepared for a particular purpose 
and widely scattered am.ong the people. These have supple- 
mented the articles of the periodic press, making the ephemeral 



24 EDUCx\.TIOlYAL PROGRESS IN THE SOUTH. 

impri^ssion permanent, and carrying the message to many who 
would not have read it in the papers. Of great value among pub- 
lications of this order may be named: "Universal Education/^ 
by the Co-operative Education Association of Virginia; "Im- 
provement of Rural Schoolhouses and Grounds," by R. D. W. 
Connor, of North Carolina; "High School Act," by the State 
Superintendent of South Carolina; "Plans and Specifications for 
Schoolhouses," by the State Commissioner of Georgia; and "The 
Task of the Leader," by Mr. Murphy, of Alabama. 

Reports from the several States show the estimate placed upon 
this work. Dr. Frazer, of Virginia, says: "There are fourteen 
papers in various sections of the State publishing either a page 
or a column of educational matter each week; and one hundred 
and seventy-two papers publish such articles as are sent to 
them by our press committee. Between 25,000 and 30,000 pages 
of educational leaflets and literature have been printed and 
distributed from the office of the secretary in Richmond. The 
proceedings of the Lynchburg meeting have also been printed 
and distributed." 

Commissioner Merritt, of Georgia, says: "The following 
pamphlets have been sent over the State: 'A Plea for the Edu- 
cation of Georgia,' 'A Vote for Progress,' 'An Address to the 
People of Georgia,' 'The Paramount Question,' 'Discussions of 
our School Problems by Educational Statesmen,' 'Plans and 
Specifications for Schoolhouses,' 'Report of School Work and 
School Conditions,' 'What is Said by Those Who Know,' 'Our 
Boys and Girls Our Richest Treasure." Stereotype plates of 
'An Address to the People of Georgia,' and of addresses on 
'Local Taxation' and 'Better Rural Schools for Georgia' have 
been furnished for publication to the various newspapers through- 
out the State. The press has shown eagerness for this matter 
and we have accomplished much thereby." 

Superintendent Martin, of South Carolina, speaking of the 
School Improvement Association, remarks: -"The addresses of 
the members are kept for a mailing list and the president has 
prepared and sent to them some very helpful and suggestive 
bulletins which have led to the improving and beautifying of 
many schoolhouses with their surroundings." 



EDUCATIOI>fAL PROGRESS IN TILE SOUTH. '1^ 

Superintendent Gunnels, of Alabama, closes his report with 
the words : ' ' I am enclosing to you three small pamphlets which 
explain themselves. These pamphlets have been distributed 
generally and generously over the State, and I trust they will 
bear much fruit." 

Many particular examples might be cited of the effective 
assistance rendered by some of the leading newspapers. Dur- 
ing the past year the Nashville American has published Super- 
intendent Mynders' statistical report of four years' progress 
in the Tennessee schools; the State, of Columbia, has printed an 
elaborately illustrated commencement number, descriptive of 
all the South Carolina Colleges; and the Kaleigh News and Ob- 
server has sent out an educational number, containing forty- 
eight pages full of valuable information from men of mark 
among the institutions of North Carolina, and especially inter- 
esting for a review of five years by the State Superintendent. 
Similar things have been done from time to time by other 
journals. 

It was in the design of the early conferences at Capon Springs 
to have the influential press of the several States participate 
by their chosen representatives, and in the subsequent meetings 
much pains has been taken to enlist their interest and co-opera- 
tion. On the formation of the Southern Education Board, one 
of the first steps was the establishment of the Bureau of Infor- 
mation at Knoxville, to w^ork with the newspapers and through 
them in carrying on "a crusade against ignorance." The de- 
velopment of this phase of the work from year to year has 
been as remarkable as any part of it. 

2. A literature more substantial and lasting has also made 
its appearance. The peculiar situation in the South has raised 
many educational questions of world wide significance. Espe- 
cially has this been the case as concerns the education of the 
negroes. Here are problems that reach beyond America to 
Africa, Asia and the Philippines. The ablest minds of the 
country are attracted to these problems and are bestowing upon 
them their earnest thought. Men of this character have been 
asked to address the great educational assemblies of the South 
and have prepared for these occasions, by careful research and 



26 EDUCATIOW^AL PEOGKESS IN" THE SOUTll. 

diligent study. Then have followed the published "Proceed- 
ings, ' ' thorough revision of the more notable addresses for maga- 
zine articles, and finally the embodiment of their clearest con- 
elusions in books. Certain widely read volumes, like "The Re- 
building of Old Commonwealths" and "The Present South," 
will at once occur to many, but if we were to gather all the 
volumes which have come into existence on the waves of this 
movement there would stand before us more than we think. ' ' 

3. Perhaps it may be questioned whether statistical reports 
are to be regarded as literature, but these certainly have great 
significance in the field of practical education. The regular 
reports of the Department of Education to the Legislature in 
the several States are the index of educational conditions. A 
full and thorough report is possible only with a well organized 
school system. The State Superintendent cannot prepare credit- 
able tables of figures for the counties unless the county officials 
send accurate statistics to him, and the County Superintendent 
will be equally helpless unless the teachers in each school are 
faithful in their reports. Those who depend upon published 
statistics often find them misleading for this cause. Figures sent 
out by the United States Government might naturally be re- 
garded as trustworthy, but the Government is at the mercy of local 
officials, and its statements may be faulty because certain coun- 
ties have not been heard from, or particular schools have given 
no account of what they are doing. 

In most of the Southern States the general educational ad- 
vance has been reflected in greatly improved statistics. In a 
number of them the annual reports of the Department of Edu- 
cation, with their carefully tabulated figures for the many hun- 
dred schools, are an honor to the State and to all who have con- 
tributed to their perfection. In other States where conditions 
are still backward, and the county boards are negligent, earnest 
efforts are under way to remedy the trouble. There is a move- 
ment in one of the more progressive States to have a law passed 
requiring the County Superintendent to present a full and sat- 
isfactory report of all the schools in his charge, and forbidding 
the payment of his salary till the report has been rendered. In 
another State, measures are being taken to provide an extra 



EDUCATIONAL PROGRESS IN THE SOUTH. 27 

clerk whose time shall be given to this particular business. With 
the improvement in organization, which is so evident in all 
the States, there must be increasing completeness in these publica- 
tions. 

XI. THE EDUCATIONAL CENTER. 

Thomas Jefferson gave to the Republic the conception of a 
university organically joined to a system of free schools for all 
the people, and he undertook to embody this thought in the 
University of Virginia. That conception brought into the new 
day and given a modern interpretation has had no little power 
in kindling and guiding the educational spirit of the Southern 
people. 

While it may be simpler to look upon a college as chiefly for 
the individuals who gather there to pursue their chosen courses 
of study, a larger view is quite as essential. The "Seat of Learn- 
ing," with its spirit of research and love of truth, belongs to 
all who are concerned with accurate thinking and widening 
knowledge. As the home of a brotherhood of scholars who thus 
keep in touch with one another and work together for high 
ends — as a sacred spot having asvsociations with great men and 
great deeds of other times, conserving the best traditions of the 
past, resisting the worst clamors of the present, and guarding 
reverently the worthiest standards of conduct for the young who 
are to do their work in the future, the college well deserves all 
the honor and love which it is our American custom to render. 

The number of colleges in the States under review, as reported 
by the United States Commissioner of Education, omitting those 
especially for negroes, is as follows : 

UNIVERSITIES AND COLLEGES FOR WHITE STUDENTS. 

Va. N. C. 8. C. Ga. Tenn. Ala. Miss. La. Tot. 



For men and co-ed... 

For women 

Technological schools. 


. 10 

10 

. 2 


10 
9 
1 


7 
8 
2 


7 
9 
1 


18 

7 


5 

7 
1 


3 
9 
1 


5 
3 


65 

62 
8 


Total 


22 


20 


17 


17 


25 


13 


13 


8 


135 



A similar table presents the number of corresponding Normal 
Schools as given in the reports : 



^O EDUCATIONAI. PROGKESS 11^ THE SOUTH. 

NORMAL SCHOOLS FOR WHITE STUDENTS. 

Va. N. C. S. C. Ga. Tenn. Ala. Miss. La. Tot.. 
Public normal schools. 1114 1422 16 

Private normal schools 1 2.. .. 5 3 1.. 12 



Total 2 3 1 4 6 7 3 2 28 

Some idea of the general progress of these institutions may be 
gained from a comparison of the reports at an interval of several 
years. The table below is concerned with the reported numbers; 
of students enrolled in 1900-1 and in 1904-5.* 

*Institutions reported in but one of these years are not included. 

STUDENTS IN INSTITUTIONS FOR ADVANCED EDUCATION. 

1900-1. WO't-o, or 

Men. Women. Men. Women. Decrease. 

25 colleges for men 6,049 103* 6,875 7* +826 —96 

36 co-educational colleges. 7,494 2,534 7,931 2,637 +437 +103 

59 colleges for women 9,823 11,623 +1,800 

8 schools for technology.. 2,918 23 3,902 17 +984 —6 

13 public normal schools 683 2,122 735 3,702 +52 +1,580 

Private normal schools... 394 379 331 616 —63 +237 

17,538 14,984 19,774 18,602 +2,236 +3,618 

The total number of students in 1900-1 was 32,522 ; in 1904-5- 
it was 38.376 ; increase, 5,854 ; per cent, increase, 18. The per 
cent, increase of men was 12.7 ; that of women 24.1. During- 
the four years the proportion of men in the co-educational 
colleges and schools of technology greatly increased, while in; 
the normal schools there was a like increase in the proportion 
of Avomen. In the colleges for men exclusively the number of 
students was much larger in 1905 than in 1901, and the same was 
true in the colleges exclusively for women. Apparently the 
co-educational system is less in favor than formerly. The in- 
creasing demand for women in the teachers' calling explains 
their growing numbers in the normal schools, and the demand 
for men in positions requiring a technical education offers a 
reason for there being so many of them in the schools of tech- 
nology. 

*Of the colleges for men, three report 103 women in 1900-1, and none 
in 1904-5; three others report no women in 1900-1, and seven in 1904-5. 
It seems better to class the six in this list than among the co-educational 
colleges. 



EDUCATIONAL PEOGRESS IX THE SOUTH. 29 

The showing of the reports in respect to maintenance is also 
worthy of attention. Among the colleges for men and those 
ior students of both sexes there are twenty-five which show an 
increase of productive funds from an aggregate of $5,847,000 
to an aggi^egate of $8;748,000 ; a gain of $2,901,000, or 49.6 per 
cent. To be sure, the greater part of this gain is in a few insti- 
tutions, but so great an increase in a brief four years is not 
without tokens of encouragement for all. Of the colleges for 
women, seven show an increase in productive funds, though this 
increase is not large. The schools of technology have the ad- 
vantage of maintenance from the United States Government and 
■from the State. It is not surprising, therefore, that the reports 
show an increase in the value of their grounds, buildings and 
•equipment from $2,277,000 in 1900-1 to $3,432,000 in 1904-5; 
an advance of $1,155,000, or over fifty per cent. The public 
normal schools have a similar advantage in the support of the 
several States in which they are located, and they show a like 
prosperity, the nine schools reporting in 1905, a valuation of 
buildings, grounds and equipment at $1,490,000. 

One can hardly appreciate the significance of these institutions, 
or understand the position in which they now stand, without 
knowing something of their history. Many of them have a great 
record, reaching back to times when the conditions of their en- 
vironment were wholly difi^erent from those of the present time. 
In the list of colleges for men and for students of both sexes 
there are forty- four whose date of origin is older than 1865 ; and 
among the colleges for women there are thirty-five. On the 
other hand, the schools of technolog^^, with the exception of two 
military institutes, have all come into existence since 1870. The 
normal schools likewise are of recent origin. The older colleges 
are not all rich in material resources, but they may be rich in 
other things. 

Take a list of the twelve oldest colleges in the South, with 
i"he dates of their founding : 

College of William and Mary 1693 

Washington and Lee University 1749 

Hampden-Sidney College 1776 

University of Nashville 1785 

College of Charleston 1790 



30 EDUCATIONAL PEOGRESS IN THE SOUTH. 

University of Tennessee 1794 

Greenville and Tusculum 1794 

Washington College 1795 

University of North Carolina 1795 

University of Georgia 1800 

Salem Female Academy and College 1802 

South Carolina College 1805 

The first of these has been a center of intellectual life for over 
two hundred years, and each of the others for more than a 
century. The generations gone have left them something that 
is worth having and worth cherishing. Whatever power they 
have had to guide thought and govern conduct continues with 
them, having grown in steadiness and fineness by all the vicissi- 
tudes through which they have kept their fidelity to high ideals. 

If these schools have an enhanced value by reason of their 
age, each of those more recently established has a value of its 
own. Each has been started to meet a want. At the beginning 
of the last century, when there were only ten colleges, there 
were only 1,800,000 people in this whole territory. There are five 
of these States, any one of which contains now a larger population 
than that. Then the most westerly college was the University 
of Nashville, and the University of Georgia, at Athens, was on 
the southwestern frontier. The educational life that has gone 
into that whole vast region to the west and south of these two 
places has been carried thither by the colleges which have risen, 
one after another, as the pioneers took possession of the new 
country. There, as in the older States, they have kept on coming 
into existence as they have been wanted. And always they have 
difftised abroad among the people higher conceptions of life, 
more intelligence, better standards of conduct. They have made 
the attractive college community, whose almost uniform eleva- 
tion of manners and morals gives tone to social usages for fifty 
miles around. They have cultivated the love of literature, of 
music, of art. They have given to religion a healthier theology 
and a sweeter spirit. They have purified business of its sordid- 
ness, have restrained the riot of passion, have fostered all the 
domestic virtues and given to society its finest amenities. 

Colleges of the older sort have done all this; they are doing 
it to-day, and more than this in a hundred places. But new 



EDUCATIONAL PROGRESS IN THE SOUTH. 31 

times bring new wants. The swift intercommunication of mod- 
ern life makes the necessity of co-operation in everything, and 
of educational co-operation. There rises, too, the necessity of 
educational centers for a larger circuit of influence and for 
greatly multiplied responsibilties. This is why the State Normal 
Schools are coming into such prominence. They are a neces- 
sity in behalf of the rural schools in every part of a hundred 
counties; and it looks as if these schools would have to assume 
more far-reaehing administrative functions in the task of ap- 
prenticing their pupils to the service for which they are pre- 
paring. This is the meaning of the great schools of technology. 
A tiine of such vast business enterprise in all fields requires 
them: and the demands upon them from farm, forest, manufac- 
tory, mines and transportation are likely to be multiplied many 
fold before many years have passed. This explains the greater 
university with its comprehensive embrace of all departments 
of learning and its. interest in all fields of intellectual inquiry. 
If we see the outlines of an institution coming out before our 
eyes in colossal proportions that are unfamiliar, it is because 
there has never been such another period and the new exigencies 
must have these new agencies for the evolution that is going on. 
This accounts also for the woman's college of ampler scope. 
Women are entering into manifold activities that were unknown 
to former generations. Organizations everywhere for every kind 
of social and civic improvement witness to a feminine efflores- 
cence as universal and profuse as the harvests men are reaping, 
and the schools of women must be rich enough and comprehen- 
sive enough to respond to all this and lead it forward to the 
most sound and beneficent results. And with all these develop- 
ments there is such a need of that quality which inheres in 
the older colleges as no language can express. Their ancient 
halls of classic refinement, their atmosphere of meditation and 
idealism are like oases in the wilderness of modern industrialism. 
But they will find their best and purest life in meeting the wants 
of the new times, in coming into adjustment with modern neces- 
sities and doing what they may to guide and ennoble all efforts 
for popular enlightenment. 

An essential feature of the new educational movement is its 
inclusion of all the people. In the old times, the poorer people 



32 EDUCATIONAL PKOGRESS IN THE SOUTH. 

saw little of school or college; in the new, they have access to 
both. In all the educational progress of the South nothing is 
more wonderful than the growth of schools for negroes. The 
following table, showing the number of schools of advanced 
grade maintained in each State for negro education, has been 
prepared from the last report of the United States Commissioner 
of Education : 

SECONDARY AND HIGHEE SCHOOLS FOB NEGRO STUDENTS. 

Va. N. C. 8. C. Ga. Tenn. Ala. Miss. La. Tot. 

Public high schools 6 1 9 6 10 4 10 1 47 

Other schools of high 

grade 11 17 10 17 8 13 10 5 91 



Total number 17 18 19 23 18 17 20 6 138 

How much it means that there are so many of these so widely 
distributed! Attention is sometimes called to the remarkable 
decrease of illiteracy among the negroes as an evidence of pro- 
gress : far more significant are their great schools, which have 
grown and multiplied so fast. For these concentrate intelligence, 
train their pupils to see through every difficult situation, and show 
them how to live so as to derive strength and joy from all ex- 
periences. There are educational centers for the negroes so well 
known and so penetrative in their enlightening power that there 
is no need of even mentioning their name. These are not tem- 
ples to literature or art or scholarship so much as training 
grounds for better service of mankind. The rare few who have 
the ability and disposition to become scholars and artists will 
find no bar to their entrance at the best endowed universities 
of the North and of Europe. But the center of negro education 
here is for the whole negro people. It is the mother of other 
schools which thrive under its fostering oversight and extend 
its service to distant fields. It is the patroness of all useful 
industries. It is the mentor to rebuke a hundred follies. It 
is the friend of goodness, of genuine religion, of blameless, reso- 
lute character. The existence of such schools is the supreme 
safeguard of the future of the negro people. 

In the nature of things the education of the white people 
and that of the negroes must go on at the same time. There 
are many educational interests which the two peoples have in 



EDUCATIONAL PROGRESS IN THE SOUTH. 33 

common. It seems wise to keep this in mind. If both peoples 
exert themselves to advance these common interests they will be 
more likely to succeed than if one undertakes the whole and the 
other looks on in indifference. These common interests are most 
apparent in the public schools. All the schools are under the 
same administration and it is for the advantage of all that this 
be conscientious, capable and efficient. It is similar with indus- 
trial questions, like the promotion of better agriculture, better 
stock raising^ better treatment of the forests. These are ques- 
tions that concern everybody who has anything to do with a 
farm, or with cattle, or with cutting down trees. It makes little 
difference whether he is a white man or a negro ; in either case 
he wants to know how he can do his work best and make the 
most out of it. In every educational center constant attention 
may be given to all such great common interests and much can 
be done to cultivate the spirit of co-operation and mutual help- 
fulness through which the desired ends are to be attained. 

Such a dependence on intellectual centers is hardly likely to 
be less in the future. As the schools of the people grow and 
become better, the colleges and universities will also grow. The 
higher schools will look to the colleges for qualified teachers to 
do their work, and then, in turn, they will send up to the colleges 
their graduates to pursue advanced courses; thus they will be 
joined continually in common interests and in a common service. 

XII. LAW AND FINANCE. 

The spirit of popular education undertakes to realize its 
hopes through legislation and taxation. Particular schools and 
colleges may be maintained in other ways, but education for 
the people must be "of the people and by the people." Every 
step of advance is in an expression of the popular will, first at the 
ballot box, afterward in meetings of the school board and in ses- 
sions of the Legislature and finally in the payment of assess- 
ments to the collector. This is the procedure for raising the 
standards of efficiency at every point, for increasing salaries, 
securing capable superintendents and teachers, consolidating 
weak schools, improving schoolhouses, adding libraries, intro- 
ducing new courses, regulating terms and governing the pupils 



34 



EDUCATIONAL PROGRESS IN THE SOUTH. 



in their attendance. The people vote and then the vote is actual- 
ized in the tax. 

What has been already said presents some of the specific bene- 
fits thus achieved. Indication of the more general results that 
have followed in a number of States, within four or five years, 
may be seen in the following tables of figures obtained from 
official sources: 

EDUCATIONAL PROGRESS IN SEVERAL STATES SINCE THE 
ORGANIZATION OF THE SOUTHERN EDUCATION BOARD. 

Statistics. 

expenditures for public schools as officially reported by u. s. com- 
missioner and state superintendent. 

(Five Years) 1900-1. WOo-O. Increase. % Inc. 

Virginia $2,012,359 $3,158,497 $1,146,138 56 

North Carolina 1,152,920 2,291,053 1,138,133 99 

South Carolina 961,897 1,404,474 442,577 46 

Georgia 2,083,366 2,763,247 679,881 32 

Tennessee 1,811,454 3,247,563 1,436,109 79 

Louisiana 1,236,648 2,812,736 1,576,088 127 

Total $ 9,258,644 $15,677,570 $ 6,418,926 69 

In Alabama expenditures in 1900-1 were reported as $923,464, and the 
estimate of the State Superintendent for 1905-6 is $1,600,000, an in- 
crease of $676,536, which would be 73 per cent. 

In Mississippi expenditures for 1900-1 were reported as $1,472,433, 
but exact figures are not available for 1905-6, nor have we received 
an estimate from the State Superintendent. 

EXPENDITURES FOR PUBLIC SCHOOL EQUIPMENTS. GROUNDS, BUILDINGS, 

FURNITURE, LIBRARIES, APPARATUS. 

U. S. Commissioner's Reports. 

(Four Years) 1900-1. 1904-'^. Increase. % Inc. 

Virginia $ 187,301 $ 278,982 $ 91,681 49 

North Carolina 61,689 296,892 235,203 481 

South Carolina 62,895 140,169 77,274 123 

Georgia (ex. cities) 87,952 162,722 74,770 83 

Tennessee 131,615 261,529 129,914 91 

Louisiana 60,036 419,852 359,816 582 

Total $ 591,488 $1,560,146 $ 968,658 164 



EDUCATIONAL PROGRESS IN THE SOUTH. 85 

ESTIMATED VALUE OF ALL PUBLIC SCHOOL PROPERTY. 

U. S. Commissioner's Reports. 

(Four Years) 1!)00-1. lOO'ro. Increase. % Inc. 

Virginia $3,603,634 $4,297,653 $ 694,019 19 

North Carolina 1,335,658 3,182,918 1,847,260 138 

South Carolina 990,000 2,000,000 1,010,000 101 

Georgia 2,738,800 4,009,590 1,270,790 46 

Tennessee 3,691,069 5,171,753 1,480,684 40 

Louisiana 2,450,000 3,659,915 1,209,915 49 

Total $14,809,161 $22,321,829 $7,512,668 51 

LOCAL FUNDS RAISED FOR SCHOOL PURPOSES. 

United States Commissioner, State Superintendent. 

(Five Years) 1900-1 1905-6. Increase. % Inc. 

Virginia $ 985,877 $1,303,900 $ 318,023 24 

North Carolina 15,949 448,775 432,826 2,714 

South Carolina 142,459 269,162 126,703 89 

Georgia , 423,288 1,100,000 676,712 159 

Tennessee 1,631,589 2,324,429 692,840 42 

Louisiana 742,945 1,570,598 827,653 111 

Total ...$3,942,107 $7,016,864 $3,074,757 78 

In Alabama no report is available for 1900-1; in 1905-6 the amount 
reported is $534,936. 

In Mississippi the amount reported in 1900-1 was $508,418; no defi- 
nite report has been received for 1905-6. 

XIII. THE CONCORD OF INTELIJGENCE. 

This record of progress is traceable to many causes. The 
recent economic development of the South is one caiLse. The 
increase of intercommunication among the people is another. 
The general spirit of educational interest throughout the world 
is another. The wide-spread sentiment of personal aspiration 
and philanthropic enterprise among the people of the South and 
especially among those who have most to do with educational 
Avork is another. 

But, recognizing the contributions rendered by all these, one 
other element may well be taken into account— nuitual interest 
and unity of purpose. The friends of education have come into 
close acquaintance, into understanding of one another's aims, 
into an attitude of habitual interchange which has made those 
living in Virginia a unit with others doing the same work in the 



•36 educatiotntal progress in the south. 

Carolinas, in Georgia, Tennessee, Alabama, even to distant 
Louisiana and Texas. 

Information circulated in print has value. But there is an- 
other mode of information coming from personal contact that 
is far more vital and vivifying. To be with those who have 
thought on the subjects in which we are interested and to hear 
what they have discovered; to be in a gathering of people who 
have caught the inspiration of a theme which has been our daily 
meditation and to blend our opinion in the clearer apprehension 
that breaks on the minds of many; to dwell for an hour or a 
day or for longer in an atmosphere of heightened intelligence 
where obscure things flash into brightness and uncertain grop- 
ings emerge at a bound into strong convictions — in such experi- 
ences one gets at profounder lessons than he can ever find in 
books or libraries. He comes to understandings that throb with 
life. He becomes aware of vast human meanings in common- 
place tasks making them look different, so that his w^ork can 
never again be what it had been. 

Association by means of correspondence with a brotherhood of 
kindred spirits engaged in the same service brings like results. 
Each is clearer sighted and stronger for the companionship. The 
knotty problems with which one has to deal are the problems of 
a thousand and when a snarl is untangled by one all the rest 
learn how it is to be done. A determined effort in Virginia be- 
comes an example for Alabama; a fruitful procedure in the 
parishes of Louisiana, an eventual harvest in all the other States. 
Intercommunication makes the achievement of any particular 
locality the triumph of many others and sends the accruing bene- 
fits from one end of the land to the other. 

Such a community of spirit throughout the Southern educa- 
tional field is characteristic of these last few years. It has come 
by a natural, healthy course. Underneath it has been the es- 
sential unity of the public school system, and the State Super- 
intendents have been the exponents of its genius. Without an 
exception these superintendents have, themselves, manifested 
a large co-operative spirit and stood at the front in cultivating 
the noble companionship. 

The Southern Education Board has been especially interested 
in this aspect of the work. Its Compaign Committee, having a 



EDUCATIONAL PROGRESS IN THE SOUTH. 37 

kind of quiet oversight of all that was going on in the several 
States, has fostered concord without intention or effort. Al- 
ways in closest touch with the State Superintendents, and doing 
its work in each State under their direction, it has served as 
an agency of communication between the States and brought 
their principal workers closer together. So with every year's 
campaigning, the fellowship has broadened and strengthened, 
growing constantly in significance and practical power. No 
one foresaw at the beginning to what it would grow. It was a 
venture into a field that had not been much tilled, and the fruit- 
fulness has far outstripped the hopes that were entertained. 

The following table of figures shows the amounts contributed 
by the Board from year to year in the several States for the 
maintenance of the work conducted by the Campaign Commit- 
tee: 

STATE CAMPAIGN EXPENSES OF THE SOUTHERN EDUCATION BOARD. 

(From the books of the Treasurer.) 

1902. 1903. 1901 1905. 1906. Total. 

Va $ 5,406.30 $ 5,838.87 $ 2,914.23 $ 2,327.07 $ 3,000.00 $19,486.47 

N. C... 2,975.99 4,297.59 2,996.89 3,146.30 2,434.08 15,850.85 

S. C 1,260.55 526.05 1,644.14 775.42 4,206.16 

Ga 175.00 1,265.73 1,238.75 887.42 2,505.74 6,072.64 

Tenn 653.54 1,989.38 1,943.00 1,994.87 6,580.79 

Ala 900.00 400.00 1,046.29 1,345.30 1,203.75 4,895.34 

Miss 750.00 916.67 691.65 1,000.00 3,358.32 

La 1,614.86 1,504.12 2,284.03 1,349,14 2,500.00 9,252.15 

Ky 438.02 218.73 656.75 



$11,072.15 $15,970.40 $13,912.29 $13,772.04 $15,632.59 $70,359.47 

The sums are* not large, either severally or in the aggregate, 
but they have been employed in such ways that the results have 
been most satisfactory. 

There are two ways of aiding the cause of education: one is, 
to bestow large sums for the creation outright of institutions 
projected according to conventional designs; another is, to en- 
courage the people to grow their own institutions to meet rec- 
ognized wants and accomplish the high ends of statesmanship. 
With full acknowledgment of the gratitude that is due to those 
benefactors who have founded the great seats of learning that 
are everywhere held in honor, it must yet be borne in mind that 



38 



EDUCATIONAL PROGRESS IN THE SOUTH. 



such institutions by themselves are not adequate to supply a 
people's wants. There must be others, and so many of them 
that it would be impossible to establish them in any such way. 

The Southern people have taken in hand the task of develop- 
ing an educational system that shall extend to all their children, 
and afford them the training they require for life's various 
callings. To this end they are directing their thought and their 
united endeavor. The Southern Education Board has done 
what lay in its power to encourage such a purpose, not on account 
of the South only, but for the whole nation. 

y^ XIV. BENEFITS TO THE NEGROES. 

In this movement, divisive questions have been avoided and 
thc.<=:e of common concern have received chief attention, in the 
belief that unity is essential to the greatest efficiency, and that 
ever}^ advance in the cause of popular education is of universal 
signilicance. 

The white people seem to have reaped the greatest immediate 
advantage. The conferences have been almost confined to them 
in the attendance ; they have caught the spirit of these occasions, 
have put themselves into the new efforts suggested and carried 
them into practical demonstration; naturally the schools for 
white children have been the first to feel the influence. To 
some it may even seem that the Negroes have not had their fair 
share. If Ave look below the surface, however, it will be found 
that far more has been accomplished for the Negroes than at 
once appears. 

1. The situation of the Negroes has heen a constant study. The 
people who have been grouped together in this work as friends 
of education are friends of the Negro education. This is shown 
by addresses made at the conferences, and still more in the per- 
sonal interest evinced by those in attendance, as they have many 
of them, year by year, paid their visits to Hampton, Tuskegee, 
Calhoun and other Negro schools. It means a good deal that a 
work beset with so many practical difficulties has such earnest 
thought given to its perplexing phases. Thorough examination 
of anything difficult is the best beginning of endeavor. 

2. Many of the things accomplished are directly helpful t\a 
the Negroes. Cultivation of educational spirit, increase of reve- 



pD tO.4 



EDUCATIONAL PROGRESS IN THE SOUTH. 39 

nue, improved supervision, better training of teachers, adaptation 
of schools to practical wants — all of these must work for the 
Negro's good. In any system of operations which involves the 
interests of multitudes, if things go wrong those who suffer most 
are the helpless, and when a change comes for the better these 
are sure to profit by it. In the public school system, a great deal 
is wrong. Southern men do not hesitate to say that it is espe- 
cially so in the Southern States. They tell us that incapacity, 
inefficiency and political "pull" have prevailed; that superin- 
tendents have been put in and put out for party purposes ; that 
teachers have been appointed through favoritism and sometimes 
for so much cash in hand : that schoolhouses have been located 
for the convenience of a single family; and that in many ways 
the school revenues have been dissipated without bringing to 
the people anything like the benefits for which they were in- 
tended. In the loss, the poorest have lost most; and because 
the Negroes are poorest of all they have lost more than any 
others. So, when the renovation of the school system shall be 
complete, their gain will be the most conspicuous. An admin- 
istration of the public school system which secures to Negroes 
their dues, before the law, as it is on the statute books to-day, 
will give new character to all Negro schools. 

3. The educctMonal trend, as fostered hy this movement, is 
toward a training particidarly desirable for people in such cir- 
cumstances as those of the Negroes. ''Education" has stood 
too much for things ornamental rather than useful. It is com- 
ing to stand for the things that in any way make life richer 
in efficiency and in fruitful practical experiences. A conception 
which magnifies education for handicraft, for country life, and 
for skill in all manner of occupations, is full of promise for 
these children of a race of slaves. 

4. Co-operation between friends of the Negro in the North 
and those of like spirit in the South is coming into a most sig- 
nificant realization. Northern people are learning that efforts 
from so great a distance are at a certain disadvantage, and South- 
ern people are seeing as never before that they have peculiar 
personal responsibilities for the training and conduct of these 
baclrvvard people who are all about them, subject to their in- 
fluence and pliant to their direction. This must have the effect 



40 EDUCATIONAL PROGRESS IN THE SOUTH. 

in due time of improving the relations between the people of 
the two races; it will gradually eliminate one fruitful source of 
estrangement and bitterness; it will promote neighborly feeling 
and a spirit of mutual helpfulness which will be for the highest 
interests of all alike. 

For the Northern people to regard this people in one way, 
and for the Southern people to regard them in another way wholly 
at variance, is incompatible with the correct view on the part 
of either the North or the South, and it puts the Negroes them- 
selves in a very bad position for fulfilling their rightful ser- 
vice to themselves and the nation. Sectional division of senti- 
ment must give place to a national unanimity of sentiment ; and 
this unanimity must be so just, so true to all the actualities, 
so appreciative of all qualities of worth and so kindly toward 
all infirmities of constitution and environment, as to com- 
mand the assent of the Negro himself and the approval of man- 
kind. 

5. Many who are identified witli tJi/is movemejit have done large 
service for particular enterprises in hehalf of the Negroes. Men- 
tion has been made of Hampton, Tuskegee and Calhoun. Add 
to these the Industrial Reformatory at Hanover, Va., the Penn 
School at Helena, S. C, the Industrial School at Ft. Valley, Ga., 
the Industrial School at Sandersville, Ga., and many other schools 
which have grown and prospered under the fostering care of 
Hampton and Tuskegee. The Southern Improvement Company 
is another significant expression of the same enterprise. The 
beneficence from this source has made itself effective also in 
the encouragement of hospitals and nurse training, in aiding 
institutions for the care of orphans, in assisting industrial mis- 
sions, and other measures for social improvement. Not a little 
has been done for the literature of the Negro people. The quiet 
influence of a magazine like The Southern Workman is beyond 
estimate. Careful study of many phases of the life of this people 
have been made and published in the periodical press of the 
country. Under like auspices a number of books have been 
printed and had a wide circulation. So, in more ways than can 
be named, the Negroes have been helped to find themselves and 
to acquire higher views of what they can be and do. 

There is no way of showing the extent of these manifold quiet 
operations, but to those who are watching them with steady in- 
terest, they are by no means unimportant or barren of results. 



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